Sixth+Grade

Sixth Grade 8/26/10
Place date before each entry under each question. 8/26 Teachers are covering 6-1.1 -6-1.2 and are in the process of finishing the Paleolithic/Neolithic periods 8/26 E-Smith and Abernathy - Quiz on Time and Geography - Students did very well. Students also did well on Key Questions from last week Fenters - Early Man poem (cross-curricular w/language arts) - students did well and were successful in turning in all assignments 8/26 Pacing slowed for students who need additional time to acquaint themselves with class content, Note-taking and warm-up procedures adjusted for student needs. 8/26 Projects have been at the Create level, E-Smith and Abernathy Key Questions at the analysis and evaluation level. Daily goals tend to be analysis/evaluate 8/26 E-Smith and Abernathy Key Questions at the analysis and evaluation level. Time and geography quiz understanding and application level. Fenters - poem assessment - create 8/26
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: Fenters, E-Smith, Abernathy, Mixson (IEP Meeting) 8/26 9/9/10

Teachers are covering 6-1.1 -6-1.2 and are in the process of finishing the Paleolithic/Neolithic periods. E-Smith and Abernathy plan to test on 6-1.1 and 6-1.2 Wednesday. Mixson tested on Early Man today. Fenters tested on Early Man yesterday. We are looking to begin the Mesopotamia section of 6-1.3 by mid-September which is in line with our pacing guide.

Fenters and Mixson had a great many "F's" on their Early Man test in the regular classes. Students seemed to have difficulties answering questions and seemed to have trouble with recalling details. E-Smith will have a vocabulary quiz tomorrow, Abernathy will quiz on Early Man Vocabulary next week. E-Smith had a warm-ups quiz Wednesday, most students did well and demonstrated that they are doing well with keeping up with warm-ups. Abernathy will quiz on Warm-ups tomorrow.

Pacing slowed for students who need additional time to acquaint themselves with class content, Note-taking and warm-up procedures adjusted for student needs. Read tests and assessments to assist students with reading difficulties. Fenters working on motivational activities for struggling students -- outside time for students who complete assignments, etc.

Projects have been at the Create level, E-Smith and Abernathy Key Questions at the analysis and evaluation level. Daily goals tend to be analysis/evaluate. Archaeology guide for E-Smith and Abernathy at the create and evaluate level.

Remember and apply, analysis -- Mixson -- Evaluation questions for Warm-Ups; E-Smith and Abernathy - vocabulary and warm-ups check - remember and understand; Key Questions - evaluate and create Fenters - understand, apply, analysis

Teachers in attendance: Fenters, E-Smith, Abernathy, Mixson

9/169/16/10 · · Where are you on your long-range plans, pacing, and content standards?

6.1.4 Compare the cultural, social, and political features of the River Valleys. We are all beginning Mesopotamia—which is in line with our Long-Range Plans.

· After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?

We have all given a major assessment. Abernathy, Fenters, and Elliott-Smith are satisfied with their student progress on the Early Man Test. Mixson has had to re-group with the LD Resource teacher for many of her students did not fair well on the test, even though she read it aloud. Resource teachers will now be reading aloud in small group setting—and we will do this for them without the REBOUND program for these students at this time.

· How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?

Abernathy feels the need to spend more time with students going over test-taking strategies. Mixson and Fenters have analyzed MAP/PASS scores. Both have contacted parents/guidance/teachers and made a couple of schedule changes based on a scores and regular/honors placement. Students are currently MAP testing, which will give us all more data. RAFTS are being used as an alternative assessment (summative) for Early Man unit for Abernathy and Elliott-Smith. ITEC students are now doing a Book Project and are given book choices based on reading level.

· Where did this week’s learning goals fall within Bloom’s Taxonomy?

Fenter’s students created a social hierarchy on Mesopotamia and chart-making (Venn-Diagrams). RAFTS in ITEC are requiring students to create. Key questions are evaluating content.

· In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.

ITEC classes had their Early Man test this week (Fenters/Mixson reported last week on POV). All 20 questions ranged over the Blooms. Mixson has been challenging her students to discover the meaning of “civilization” using formative assessments to evaluate the characteristics of a civilization. All of us are evaluating daily warm-ups.

· Comments ~ Concerns ~ Needs (resources)

None.

Teachers in attendance: Fenters, E-Smith, Abernathy, Mixson

Sixth Grade 9/23/10
Place date before each entry under each question. 9/23 All teachers are currerntly on 6-1.1 - 6-1.5. These are the River Valleys indicators and we are currently studying Mesopotamia. This is right on target with our pacing guide. 9/23 We have not given any major tests but Abernathy and Elliott-Smith have had students submit their .R.A.F.T. projects for the Early Man unit. Based on the feedback we get for students, planning and pacing for future projects. Fenters has students complete mini-projects every couple of days working with vocabulary or major themes of units. Mixson is using exit slips to have written feedback on content discussed in class. 9/23 Language Arts MAP tests were given today and all will use scores to assign groups, plan activities, and to determine reading levels for book projects.
 * Where are you on your long-range plans, pacing, and content standards?
 * After the analysis of nine weeks tests and grades, how will you address student strengths and weaknesses?
 * How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction?

9/23 Early Man R.A.F.T. projects have been at the create level, E-Smith and Abernathy. Key Questions at the analysis and evaluation level. Daily goals for Mixson, Elliott-Smith, Abernathy, and Fenters are at the analyzing level by reading Epic of Gilgamesh, the parts of a civilization, and the geography of these early river valleys. 9/23 Elliott-Smith had a vocabulary quiz to assess knowledge. Mixson is using exit slips to analyze student understanding of daily content. Fenters is using the mini-projects to assess student understanding. Elliott-Smith and Abernathy is using key questions at the evaluating stage for Bloom's. 9/23 None
 * Where did this week’s learning goals fall within Bloom’s Taxonomy?
 * In looking at your last assessment (formative/summative), identify the level of Bloom’s utilized within the assessment.
 * Comments ~ Concerns ~ Needs (resources)

Teachers in attendance: Fenters, E-Smith, Abernathy, Mixson

** W **** eekly ** ** P ** oint ** o ** f ** V ** iew. . . . Date:9/30/10 Teachers in attendance: Abernathy, Fenters, Elliott-Smith, Mixson Where are you on your long-range plans, pacing, and content standards? 6-1.3-5 River Valleys; 6-2.1 Religions Tyler and Danielle will finish and test on Mesopotamia next week, then they will start INDIA. Kristin and Carolyn finished Mesopotamia today. They will start EGYPT tomorrow. (India, Egypt, and China are the other river valleys—we will cover them all in the next month and a half, but not all four of us in the same order).

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day. Barter Market: Tyler and Danielle’s classes did the Barter Market today, bringing in items to trade for about 10 minutes, the rest of the time was spent talking about the advantages and disadvantages of a barter economy, what did you learn about economics, through this exercise, etc. [item(s) must be valued less than $1.] Students did lots of reflection about supply and demand, value vs. need, etc. The kids were doing a lot of higher order thinking. Tyler’s students were talking about the value of the $5. bill—what is the difference between bartering and currency. You can’t cut a sheep in halflike you can currency. Students talked about the gold standard and money today (current events). (Unobtainium!) (Why can’t you go to Target and give them a chicken for an IPOD?)(Standard 6-1.5 is ECONOMICS of river valleys). Idea—find the article about the guy who traded a paperclip for a house. Carolyn and Kristin gave their test on Mesopotamia. Big essay question was on How Sumer was an advanced civilization compared to the hunter-gatherers/early farmers. Exits: Fist – to- five, <span style="color: black; display: block; font-family: Arial; font-size: 10pt; margin: 0px; padding: 0px;">3 -2-1 (3 facts, 2 questions, and 1 Ah-Ha momet) <span style="color: black; display: block; font-family: Arial; font-size: 10pt; margin: 0px; padding: 0px;">Geography lessons in Mixson/Fenters before we start our new unit. <span style="color: black; display: block; font-family: Arial; font-size: 10pt; margin: 0px; padding: 0px;">Hammurabi was done in Tyler’s Monday and Tuesday. Danielle will be Friday. <span style="color: black; display: block; font-family: Arial; font-size: 10pt; margin: 0px; padding: 0px;">Tyler made the kids come up a list of punishments for some of Hammurabi’s laws before they read what the laws really were. Danielle’s kids will be drawing a law out of a bag and then act them out.

Monthly Point of View. . . . 10-07-10 Teachers in attendance: Mixson, Abernathy, Fenters, Elliott-Smith Where are you on your long-range plans, pacing, and content standards? Abernathy/Elliott-Smith are in India. Mixson/Fenters are in Egypt. Standards 6-1.3, 6-1.4 and 6-1.5. After the analysis of your most recent assessment, how will you address student strengths and weaknesses? Fenters/Mixson kids did fine. Fenters is noticing that these students are having a hard time following directions—especially with maps. Elliott-Smith gave her students a long warm-up in partner style and had them sort out questions from the test that she will give tomorrow so kids could identify the different civilizations in Mesopotamia. Then they did Fist-to-Five to assess how ready they are for the test.

How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? If stud nts don’t do well on the Mesopotamia Test, Elliott-Smith says she will giving her students more work on Mesopotamia for review before they take next week’s Benchmark test. E-Smith looked at Early Man Test and feels her kids are ready for the Benchmark test. Abernathy said that some of the questions on his Early Man test were not written in a way synonymously with how they learned it in class—so he is going to reword some of those questions for his next year’s test and Benchmark, too.

Where did this week’s learning goals fall within Bloom’s Taxonomy? In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment.

Students in E-Smith and Abernathy have been reporting great success in the Civilization project where their kids are having to create their own River Valley. Students have 10 dimensions they have to identify in order to create their own: examples—where it is located, what laws will be in place, how they will trade, what will they

Comments Fenters mentioned a video on Paleo man and the Cherokee Indians and how the Indians were here before European migration. Tyler says the King Tut national geographic on his DNA and who has lineage is—is a great one. E-Smith was talking about how they did a lot of hands-on “acting it out” way of teaching the geography of India. Fenters mentioned that she is really focusing on Vocabulary words at the end of each period to help them understand the concepts. E-Smith and Abernathy are doing a Vocabulary list each day in context with what we are studying by giving quizzes each week. Civilization Project stuff: CIA World Fact book site has been helpful as a resource for their projects. They need to look up the climate and resources for what they can grow and trade. Kids are struggling with how big the world is and where to locate their civilization—so they are really getting how BIG the world is! J Kids keep wanting to make their civilizations like a fairy tale government. Ha! Some of them want all the people in their kingdom to be treated equal—and finding out how hard that is. Discussion Boards for Blackboard will be created so the kids can communicate with one another on Blackboard. Mixson and Fenters did Barter Markets today. We made observations about what happened. We’ll draw conclusions and analyze Friday.

** W **** eekly **** P ** oint ** o ** f ** V ** iew. . . . 10/14/10

Teachers in attendance: Elliott-Smith, Fenters, Abernathy, Mixson

Where are you on your long-range plans, pacing, and content standards? Abernathy/Elliott-Smith are in India. Mixson/Fenters are in Egypt. Standards 6-1.3, 6-1.4 and 6-1.5.

Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day.

ITEC classes are reading Homeless Bird—a novel about India. Benchmark tests from ITEC looked very good. Fenters and Mixson haven’t had their Benchmarks graded, yet. ITEC will probably test India next Thursday, Oct. 21. They will then move to China. Mixson/Fenters will shoot to finish Egypt by then, as well. They will do a short stay in Israel/Judaism, and then move to Indus River Valley. ** Weekly ** ** P ** oint ** o ** f ** V ** iew. . . . Date: 10-22-10

Teachers in attendance: Abernathy, Elliott-Smith, Fenters, Mixson

Where are you on your long-range plans, pacing, and content standards? Abernathy/Elliott-Smith are finishing India (A-Test Wed, ES-Test Tuesday). Will begin China Unit Monday. Mixson/Fenters are finishing Egypt (M-Test Tuesday F-Tests Tuesday or Wednesday). Mix and Fen. Begin Israel and India Monday Standards 6-1.3, 6-1.4 and 6-1.5 (4 River Valley’s).

Goal Setting Discussion: Our goal is to be starting Greece by Christmas. We are hoping to get there—and still pushing along to get there. In the past, we have done Greece in Jan. and Rome in Feb. Since Medieval Times is so early, we really need to push to be in Middle Ages by March. Last year’s Myth Writing project and Lightning Thief novel took so much time in Greece. The civilization project is going well in ITEC. Mix and Fen are starting theirs next week. It is a great way to SYNTHESIZE and APPLY the important concepts of 4 River Valleys. We spent some time talking about Laws/Punishment with pros and cons of jails, banishment, Hammurabi’s Code, fines. We discussed the differences between how the honors kids are doing vs. regular kids. The regulars are so literal—they get it quick. The honors kids are reading into it so deeply that they can’t decide what they want to do because the options are so diverse. Government—president? How long will president stay in office? Monarchy? The king and queen have the absolute final say in what goes on. The people don’t get ANY say so. Is that what you want? It has really prompted great conversations! Even the kids who are low and don’t understand the big concepts are at least taking ownership of their civilization. They are naming it after themselves and making their people survive. Games and sports go in art and culture category—if the student wants to go there.

10/26

We are continuing to work through 6-1.3 to 6-1.5. Mixson and Fenters are starting India and have finished Egypt. E-Smith and Abernathy have finished India and are starting China. We are continuing to work towards the goal of starting Greece by December.

E-Smith and Abernathy tested on India this week. Abernathy's students did very well and E-Smith's honors students did better that they have done on previous tests. However, E-Smith's general students didn't do as well (class average 80) and she feels that the music video project for India took time away from direct instruction and that students ended up missing some connections. Many students who didn't do well picked up forms for re-bound and Mrs. E-S has gone back and retaught some key concepts. Mixson and Fenters report that their students did great on their Egypt tests. ITEC students are continuing with their Civilization projects and those are going well for students. These projects are due November 19th and many students have already completed the project. Elliott-Smith and Abernathy are continuing to work with students on refining their Key Questions and creating thoughtful, appropriate answers. Mixson and Fenters plan to be fully involved with India nest week (Indus Valley Civilization) and Abernathy and E-Smith will be covering the dynasties of China.

Teachers Present: Abernathy, E-Smith, and Fenters

11/4/10 We are continuing to work through 6-1.3 to 6-1.5. Mixson and Fenters studying Hiduism and Buddhism as part of their study of India. Abernathy and E-Smith are studying Confucianism and Daoism as part of their continuing study of China. We are all hoping to be nearly done with River Valley Civilizations after Thanksgiving Break.

We discussed Benchmark tests and had differing opinions with regards to the need for Benchmark tests, Some feel that a semester exam would be sufficient while others feel that a 9 weeks test is important but feel that there is not really a need for the Benchmarks to be common to all 6th grade social studies teachers. We also had differing opinions with regards to whether or not the Benchmark should be a recorded grade or not. Some feel that the Benchamark should not be graded rather it should just serve as a source of data to gauge student learning. Others feel that a grade is necessary to motivate some students to study and prepare for the test. All agree that grades have value. Some students are motivated to learn because of intrinsic factors while many others are motivated by the rewards (and avoidance of punishment) that grades represent. We are all concerned about parent response to a more rigorous grading system. Many parents have the expectation that their child should make an A on all assignments and seem to take their child's grade personally.

Mixson an Fenters plan to test on India next week. After reviewing last year's data on the China test, Abernathy and E-Smith have decided to split the testing material on China into 2 smaller quizzes. Abernathy's book projects have turned out well and E-Smith has book projects due December 2nd. Honors students are continuing to well on Key Questions and some regular students are continuing to struggle with following the directions for the Key Question assignment. Mixson's class had a 7 squares assessment on the Indus Valley. Fenters did a map assessment of India.

Teachers Present: E-Smith, Fenters, Abernathy, Mixson

11/11/10

We are continuing to work through 6-1.3 to 6-1.5 and 6-2.1. Mixson and Fenters studying completing their unit on India and will test next week. Abernathy and E-Smith are studying concluding our study of China and have split the unit into two quizzes. Quiz two will be next week. Mixson and Fenters next unit is China. Abernathy and Elliott-Smith are beginning Egypt next week. We are all hoping to be nearly done with River Valley Civilizations after Thanksgiving Break.

Abernathy and Elliott-Smith had similar difficulties with the China unit. The split quizzes allowed hoped to allow students better process the information. The dynasties are difficult to organize and that seems to cause confusion in attributing the different achievements to the various dynasties. Abernathy took some time on the next day after the quiz for students to use Promethean board to organize the achievements of the different dynasties. This discussion helped him to see that the students knew the information fairly well but were unable transfer this over to the test. In preparation for quiz two, more time was taken to discuss information and ensure students have what they need to study and prepare. Lack of preparation on the students part was acknowledged by students when surveyed about study preparation.

E-Smith's book projects are due December 2nd. E-Smith river valley project due Nov. 19 and Abernathy's project is due Tuesday Nov. 23. Honors students are continuing to well on Key Questions and some regular students are continuing to struggle with following the directions for the Key Question assignment. Mixson and Fenters are testing on India next week.

Teachers Present: Abernathy and Fenters Mixson (IEP meeting), Elliott-Smith absent

11/18/10

We are working through 6-1.3-6-1.5. Fenters and Mixson are studying China and Elliott-Smith and Abernathy are studying Egypt. We are all looking to be finished with River Valleys and starting Greece by Winter Break. Abernathy and Elliott-Smith's students improved their grades on the second China quiz so we are pleased with their China performace overall. Fenters kids did well on the India test. Mixson's kids did poorly on the India Test however, her honors class did better than the general classes. She is giving kids an alternative assignement to help them boost their grade. Elliott-Smith and Abernathy have Civilization Projects due this week - students have been working on this project as part of our study of the RIver Valleys and have been working on these projects since September. Overall we are seeing a decline in grades for students. We are also having issues with students turning in homework and classwork assignments. Students who are doing well, are turning assignments and preparing for tests and students who are doing poorly typically are not turning work in so we are starting to see the gap between students who are doing well and those who are doing poorly is widening. Elliott-Smith has book projects due December 2nd and honors students in ITEC will start expert project presentations in December. Fenters is looking at ways to increase rigor and improve student organization in her general class. She is considering issuing textbooks to those students in the hope that it would help them to be better prepared for class. Overall we are trying to increase/maintain rigor in our classes while still trying to keep struggling students motivated.

Teacher Present: Abernathy, Fenters, Elliott-Smith, Mixson (parent conference)

Monthly Point of View 12/2/10 Where are you on your long-range plans, pacing, and content standards? Abernathy/Elliott-Smith are in Egypt. Mixson/Fenters are in China. Standards 6-1.3, 6-1.4 and 6-1.5. After the analysis of your most recent assessment, how will you address student strengths and weaknesses? Elliott-Smith returned the rubrics for the Civilization Project to students today. Students who had difficulites will be given the opportunity to re-do certain sections and resubmit for additional credit. Fenters has also given students the opportunity to redo classwork assignments that they had difficulty with for additional credit. Because of the Camp Greenville trip, Mixson and Abernathy are in the process of grading recent assessments. How have you used your student’s scores (PASS, MAP, formative/summative assessments, grade distribution sheets) to differentiate instruction? Students in Elliott-Smith and Abernathy's classes are doing well on formative assessments on Egypt. They seem to be ready for next week's Egypt test. Mixson and Fenters feel that students are grasping the difficult concepts of the 3 major Chinese philosophies (Confucianism, Daoism, Legalism) and they are looking to formally assess their unit on China next week. Where did this week’s learning goals fall within Bloom’s Taxonomy? The ABC book that 6th grade social studies students completed was a project where students were asked to create a book based upon what they have learned about the 4 River Valley Civilizations. Camp Greenville students also had many, many activities that were at the "create" level. In looking at your last formal/informal assessment, identify the level of Bloom's utilized within that assessment? Elliott-Smith and Abernathy Civilization project - Create level. Fenters and Mixson India Test - Analysis level.

Teachers Present: Elliott-Smith, Mixson, Abernathy, Fenters

12/9/10

We started off our discussion with concerns about student completion and submission of assignments. To have rigor in the classroom, We feel that many of our students are wanting us to tell them exactly what to do. It seems they are not willing to try anything on their own. We are concerned because several seem that not turning in assignments or submitting work late is okay. Unsubmitted work is happening across all of our SS classes. One issue that we brought up is about interims. We know that homeroom teachers are responsible for making sure parents see the interim and know their grades but we wonder if they really are seeing what grades they have in each class. Secondly, Parent Portal only shows grades on assignments and not the overall grade average. These two issues could pose problems and have parents upset in the 3rd 9 weeks. We are on pace with our curriculum map as all SS teachers are completing the river valleys and ready to start Greece before the winter break. Next week Abernathy, Elliott-Smith will be having honors students presenting their expert projects. All SS teachers will study Greece. Our Greece study will focus only on geography and mythology because retention on this should be pretty high after winter break. To prevent our regular classes from getting too far ahead, we will ensure they are completing missing assignments and as well spending some time discussion winter holiday discussions.

Teacher Present: Abernathy, Fenters, Elliott-Smith, Mixson (support lab students oral reading of tests)

__ Weekly Point of View. . . . 12/16/10 __ __Teachers in attendance__: Mixson, Fenters, Elliott-Smith, Abernathy

__Where are you on your long-range plans, pacing, and content standards__? Elliott-Smith's and Abernathy's students are in Greece; honors students are doing expert projects, so they are starting out Greece a little bit slower than regulars Fenters tested China today and started Greece. Mixson is finishing up History of Hebrews this week and will start Greece when we come back from the holidays.

__Please share minutes from your discussion. Be sure to include feedback on the levels of bloom’s being utilized in your classes/assessments each day.__ Discussion: Kid's expert projects are fantastic. Examples: One kid did Concepts of Death and Egyptian and Greek Culture. One student did an extensive project on Zeus. Another is presenting a 60-slide powerpoint on the Greek gods. History of Dance. Valley of the Kings. Theban mapping project--it had 3-D stuff in the tombs. The history of sugar---incredible! Anybody have any good ideas for bulletin boards for when we get back?

Comments ~ Concerns ~ Needs (resources)


 * Weekly P ** oint **o**f **V**iew 1/6/11

Teachers in attendance: Fenters, Abernathy, Elliott-Smith, Mixson

We are all in GREECE!! Standard 6-2.2: Summarize the significant political and cultural features of the classical Greek civilization, including the concept of citizenship and the early forms of democratic government in Athens; the role of Alexander the Great as a political and military leader; and the contributions of Socrates, Plato, Archimedes, Aristotle, and others in philosophy, architecture, literature, the arts, science, and mathematics. ( H, G, P) 6-2.2 Discussion of Lesson Prep for Next Thursday: Mythology Project— ITEC teachers will be combining with language arts teachers. By that time, students will be researching, creating illustrations, and typing drafts. Regular teachers will have hand-drawn drafts. Fenters likes using the I-Am poem for the gods and goddesses.


 * Weekly P ** oint **o**f **V**iew 1/21/11

Teachers in attendance: Fenters, Abernathy, Elliott-Smith We are all in GREECE!! Standard 6-2.2:

Summarize the significant political and cultural features of the classical Greek civilization, including the concept of citizenship and the early forms of democratic government in Athens; the role of Alexander the Great as a political and military leader; and the contributions of Socrates, Plato, Archimedes, Aristotle, and others in philosophy, architecture, literature, the arts, science, and mathematics. ( H, G, P) 6-2.2 Reflection of the first semester - encouraging students to reflect on their first semester performance and to plan for success in the coming semester. Plan to finish Greece by the first week of February and begin Rome ITEC myth projects are due Feb. 4th with another work day during the STW visit (work day today went very, very well) Fenters is working on planning her STW plan - she will be starting Rome but could still possibly be in Greece. ** W **** eekly ** ** P ** oint ** o ** f ** V ** iew. . . . Date:1/27/11 All 4 of us are here. For Schools to Watch, we are working on Greek Myths. ITEC are adjusting where they are in the project because they are opening the curtain between them to work together. All the kids are at different stages in developing the project. A lot of kids are having trouble creating the myths because they have to think creatively/outside the box. . . Some kids can’t create an idea to explain—they don’t even have a story map. “Why do zebras have stripes?” example---Tell me what you want to explain. . . . they struggle with formally writing it down. We are trying to get them organized in the classroom with the two ITEC rooms divided by where students are in their progress. Another problem is that sometimes the LA teacher or SS teacher have honors during the same period as the other has regular. Get the kids to discuss their stories with one another and make sure they have a point to their story. How is this all going to look on Wednesday/STW? Elliott-Smith and Myllykangas have a chart of all the kids, and they have to check off where they are at the time—so it is like a self-assessment. Where am I and where do I need to go? It gives accountability for what they have done for that day. Today, they learned about the philosophers and watched the Claymation allegory of the cave by Plato. Alexander the Great is next! We are hoping to be testing Greece Feb 8 or 9th.

**Teachers in attendance**: Mixson, Fenters, Elliott-Smith, Abernathy
 * Weekly ** ** P ** oint  ** o **  f  ** V **  iew. . . . February 3, 2011

** Where are you on your long-range plans, pacing, and content standards? **  Standard 6-2.2 Classical Greece

We are wrapping up our unit of Greece. Tests will be next Monday, Tuesday, and Wednesday, Feb. 7-9. ITEC kids will be presenting Myths in a Coffee House tomorrow. We are all starting Rome next week. Discussion of performance tasks for Roman—Students create commercials. Use storyboards and Flipcams. Create propaganda for or against Roman topics such as Augustus vs. Marc Antony, invitation to a Roman festival, attend a Roman bath, Roman army recruitment, aqueducts. . . We discussed our Schools to Watch visit. The way our disabled population in Richland 2 is divided, we are stacked with a variety of disabled that may not be the same picture as other schools in the district. We talked about the fairness of testing and requiring students who are not on a high school diploma track with the same test as those who are simply being served in support lab for a learning disability. So the AYP is not an accurate apples to apples assessment of what our purpose is and what we are doing in our self-evaluation. We discussed the students who have an inability to READ being promoted from elementary school. Some measures to treat this serious problem would be more beneficial than pushing them through the regular educational curriculum. They need the basics before they can grasp all of what is being taught in all classes. We talked about engagement and teaching practices.

Teachers in attendance: Fenters, Elliott-Smith, Abernathy, Mixson
 * W **** eekly **** P ** oint ** o ** f ** V ** iew. . . . 2 10 2011

We all tested Greece this week and have started the founding of Rome. ITEC kids have started working on commercials for Roman inventions. Regular SS classes are going to advertisements. We are starting a bit later (Mixson) because our kids are still working on their myth/research/novel project.

Roman Republic—This week and next. Start Roman Empire Next Week and the next.

We talked about the need to print out **detailed** interims for those kids who are failing. We have quite a bit of kids who are failing this quarter. We talked about giving extra credit for tests and note cards and other ways to prepare for testing. Engagement discussion: One of the things about doing projects like the commercial, is that it gives students a motivation for learning the content. Danielle said making a commercial without knowing the product—if you have never tried Coke or Gatorade, how could you sell it as a product. Same with Rome, if you don’t know the invention well, how are you going to sell it. Time to research! It is an assignment that can be engaging for higher level kids as well as lower level kids.

Teachers in attendance: Elliott-Smith, Abernathy, Fenters, and Mixson
 * Weekly P ** oint **o**f **V**iew. . . . 2/17/11

Where are you on your long-range plans, pacing, and content standards? ROME (6.2-3) We are finishing up Roman Republic and heading to Roman Empire by next week. Test I for Rome should be next Tuesday. ITEC-students are working on their commercials as well. ITEC students will be out of their classrooms a day or two due to MAP testing next weeks. We will be finishing up Rome the first week of March. Test will be Mar. 7-ish. We want to show the Medieval Times video before the field trip. Mixson’s kids turned in their myths and projects today. Danielle taught Roman Numerals today—fun.

ROME: We tested the Roman Republic on Tuesday and are currently teaching the Roman Empire. So we are moving from standard 6-2.2 to 6-2.3. We will be attending the Medieval Times field trip next Thursday, March 3 and hope to finish our unit on Rome the following week. We have all agreed that we’d like to move the date of the Medieval Times 6th grade field trip to a later date—such as APRIL because we will be further along in our study of the Middle Ages at that time. We are on schedule as far as our pacing and content are concerned. Bloom’s questions included explaining why Romans wanted a republic instead of a monarchy and explaining why 12 Tables needed to be written down as law. Language Arts Collaboration: All students are using PROPAGANDA lessons learned in language arts to create commercials for Roman inventions/products. In ITEC, students are creating video ads; in regular, students are creating poster ads.
 * Weekly P**oint **o**f **V**iew. . . . 2/24/11
 * Teachers in attendance**: Mixson & Abernathy; Fenters and Elliott-Smith are with us in all the info listed below
 * Where are you on your long-range plans, pacing, and content standards?**

3/3/11: Medieval Times Field Trip!!!

** W **** eekly **** P ** oint ** o ** f ** V ** iew. . . . Date: 3/10/11 Teachers in attendance: Abernathy, Elliott-Smith, Fenters, Mixson Where are you on your long-range plans, pacing, and content standards? ITEC took tests today on Rome. Mixson took hers yesterday Fenters will give Monday.

Rome just took too long this year. The Medieval Times field trip and read aloud last week really just took time we felt we needed to wrap up our end of the Roman Empire unit. The commercials and ads are looking good.

Abernathy, Fenters, and Elliott-Smith are in the European Middle Ages. Feudal System and rise of kingdoms. Students will be doing a Medieval Raft assn., but not until all the commercials have been wrapped up.

Mixson is starting the Islamic Empire and African Kingdoms instead of Middle Ages in Europe.

We all feel like we are about a week ahead of where we were last year at this time. We’d be two weeks ahead if not for the snow days.

** W **** eekly **** P ** oint ** o ** f ** V ** iew. . . . for 3/17/11

Elliott-Smith, Abernathy, and Fenters are all doing the Middle Ages – Standards 6-3.1-4. They’ll be doing starting the Roman Catholic Church. Middle Ages RAFT—Choices: They can be a noble or a lord, crusader-knight, armor-all (weapon store), mason, doctor. With lots of directions to who the audiences are, etc. Students will be taking 3 separate tests for the Middle Ages instead of one big one. There is a cool Murder of Thomas Becket on GoAnimate.com

Mixson is doing the Islamic Empires and African Kingdoms this week. Standard 6-2.1. Students created a project in class to show what they learned about the founder, origin, beliefs, and spread of the Islamic religion. They could work alone or with groups to produce a rap, PowerPoint, comic strip, test, etc. They did a great job. We will be doing skits to act out African Kingdoms. Heli sent us a link for a cool website: to ** SS ** - Maps of War – Empires @http://www.mapsofwar.com/images/EMPIRE17.swf

Elliott-Smith, Abernathy, and Fenters are all working to finish up the Middle Ages prior to Spring Break - Standards 6-3.1-4. They tested today on the feudal system and rise of towns in the Middle Ages. Next week's focus will be on the Crusades and the Black Death. Students are working on Medieval R.A.F.T. projects Choices They can be a noble or a lord, crusader-knight, armor-all (weapon store), mason, doctor. With lots of directions to who the audiences are, etc.
 * Weekly Point of View . . . . for 3/24/11 **

Mixson just finished the Islamic Empires and African Kingdoms this week. Standard 6-2.1. Her work next week will focus on the Middle Ages in China and Japan Standard 6-4 prior to Spring Break.

POV 3/31/11 Mixson, Abernathy, Fenters, Elliott-Smith We are in Standards 6-3—Middle Ages: E-Smith, Abernathy, Fenters, ITEC is starting Byzantine, West Africa, and Islamic Civilization after the break.

And Mixson is in 6-4—China and Japan. She is starting Americas after the break and then into the Middle Ages.

We discussed students’ understanding of and plague and crusades.

No Concerns.

Present: All Elliott-Smith and Abernathy are finishing Medieval Empires next week (Standard 6-4) (including Islamic Empires, African Kingdoms, and China and Japan) and then moving on to the Renaissance. Several projects are due - Book Project at the end of the month, Medieval RAFT next week, and World Religions project is due tomorrow. Mixson is doing the Mesoamerican civilizations this week. (Standard 6-4) Students are creating ABC books to show what they know about the Mesoamericans. Next week she will begin the Middle Ages in Europe. (Standard 6-3) Fenters is finishing up the Medieval Empires and beginning Renaissance next week. Test for Medieval empires will be next week as well. (Standard 6-4)
 * W **** eekly **** P ** oint ** o ** f ** V ** iew. . . . for 4/14/11